EFFECTS OF MASTERY LEARNING STRATEGY ON PERFORMANCE IN WAVE CONCEPT AMONG SENIOR SCHOOL PHYSICS STUDENTS IN KAFANCHAN EDUCATION ZONE, KADUNA

Abstract

This study investigated the effects of Mastery Learning Strategy on performance in Wave concept among senior secondary school Physics students in Kafanchan Education Zone, Kaduna State, Nigeria. A total of 2,355 SS II Physics students constituted the target population out of which 113Physics students consisting of 68 males and 45 females were selected as sample for the study through simple random sampling technique. The study adopted pre-test, post-test quasi-experimental control group designs. Two groups were formed: one experimental and one control. The experimental group was exposed to Mastery Learning and while the control group was exposed to lecture method. Two research questions and hypotheses were raised to guide the study. The instruments used for data collection was Physics Performance Test (PPT). The instrument was validated and the Reliability coefficient of PPT was 0.80.  Pearson Product Moment Correlation was used to determine the reliability coefficient of PPT. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested using t-test statistical tool at P≤ 0.05 levels of significance. The findings of the study revealed that the experimental groups performed significantly better than those in control groups. There was no significant difference in the mean performance of male and female students exposed to Mastery Learning. This implies that it is gender friendly. Based on the findings of the study, it is recommended among others that, Physics teachers should adopt Mastery Learning Strategy in teaching difficult concepts like wave.